GETTING STARTED

We’re new to Framingham Public Schools. What should we do?

Welcome to our vibrant community! If you haven’t yet been connected with your student’s Team Evaluation Coordinator (TEC) at their new school, please email us, we’re happy to help you get started and guide you to the right contact.

We also invite you to explore this website and our Facebook page, where you’ll find helpful information about the district, upcoming events, and ways to engage with our community. And of course, if you have specific questions, please reach out, we’re here to help.

My child is aging out of Early Intervention; what happens next?

As your child transitions out of Early Intervention, your EI specialist will help coordinate both the evaluation process and a transition meeting with Framingham Public Schools. It’s important to know that services in the public-school system can look different from what your child received under their IFSP.

Early Intervention uses an Individualized Family Service Plan (IFSP), which is family-centered and home-based, focusing on supporting your child’s development within your daily routines.

When your child enters the school system, they may instead receive an Individualized Education Program (IEP). An IEP is education-based and designed to support your child’s access to the school curriculum. Because the purpose and setting are different, the services proposed in an IEP may not mirror the services your child received in EI.

It is very important that the evaluations and transition meeting happen before your child turns 3. Once your child turns 3, Early Intervention is no longer able to participate in the meeting, which means you lose the chance to have both teams present together. This is especially important for children with summer birthdays, when scheduling can be more challenging. Making sure the inital meeting happens at least three months before your child turns 3 to ensure continuity, smoother planning, and a more comprehensive understanding of your child’s needs.

To better understand your rights and the school-age special education process, you can read “A Parent’s Guide to Special Education” and watch the RTSC “Basic Rights” and “Navigating the Special Education Process” videos on our Recorded Presentations page

We have a question or concern about our current services. Who should we contact?

As your student moves from elementary school into middle and high school, it can sometimes be confusing to know whom to approach with a question or concern about special education services. The typical chain of communication is:

Teacher or Service Provider → Team Evaluation Coordinator → Principal → Director of Special Education

If you’re unsure where to start or need to move beyond the usual communication pathway, please reach out to us. SEPAC can help guide you to the right contact so you feel supported and informed. You can also visit our Resources pages for Example Letters from Massachusetts Advocates for Children and A Parent’s Guide to Selecting a Special Education Advocate if you need help putting concerns in writing or deciding whether to involve an advocate.

EVALUATION, ELIGIBILITY AND MEETINGS

What is the evaluation timeline?

Once a request for an evaluation is made, several timelines begin. All timelines are in school days, not calendar days.

1. Within 5 school days:
The school must contact parents/guardians to request written consent to begin the evaluation.
Tip: Sign and return this consent form as quickly as possible to avoid delays.

2. Within 30 school days of receiving written consent:
The school must complete testing and then will have at least 10 school days to write up their findings..

3. Within 45 school days of receiving written consent:
The school must hold a Team meeting to review the evaluation results, determine eligibility, and develop an IEP if the student qualifies.

4. Evaluation reports:
Parents have the right to receive all evaluation reports at least two school days before the Team meeting. You must request these copies, most experts strongly recommend making this request.

5. Evaluations requested near the end of the school year:
If the school receives written parental consent 30–45 school days before the last day of school, the district must hold the Team meeting and issue either a proposed IEP or a written finding of ineligibility no later than 14 days after the school year ends.

Putting the timeline in perspective:
When you add the allowable time for each step, and remember that these are school days, the full process often takes over two months. For example, a request made at the end of September may not result in a Team meeting until the first week of December (assuming consent is signed and returned immediately).

For a visual one-page summary of key Massachusetts deadlines, see the Sped Ed Timelines (PPAL) guide on our Sped Ed Timelines page, and consider watching the RTSC Q&A video on our Recorded Presentations page

What is the difference between the annual IEP review and the 3-year evaluation (reevaluation)?

Families sometimes hear the terms “annual review” and “three-year evaluation” and wonder if they are the same thing, but they serve different purposes and follow different requirements.

Annual IEP Review (Every Year)

Happens once every 12 months.
The Team reviews your child’s current IEP, progress toward goals, and the effectiveness of current services.
New goals, accommodations, services, or placement may be proposed based on current needs.
No new testing is automatically required.
You may still request updated data or ask for changes.

Purpose: Update the IEP to meet your child’s needs each year.

Three-Year Evaluation / Reevaluation (Every 3 Years)

This is a formal reevaluation required under state and federal law.

Happens at least once every three years.
Determines whether the student continues to qualify for special education and whether the disability category is still appropriate.
Evaluations may include cognitive, academic, speech/language, OT/PT, psychological, functional behavior, or other assessments.
The Team must review existing data and decide whether new testing is needed.
Parents have the right to request or decline certain assessments.

Purpose: Reassess eligibility and identify any changes in the student's needs.

Important Note for Families

If you or the school believes your child’s needs have changed significantly before the three-year mark, you may request a reevaluation earlier than three years. 

Check out our Resource page dedicated to IEP Resources where you will find many articles to help you prepare for these meetings along with our Recorded Pr

esentations. You can also learn more about Evaluations and Assessments used in Special Education by visiting the Assessments Tools in Sped Ed page

How do I request Team meetings outside of the annual review?

You can request a Team meeting at any time, you do not need to wait until your child’s annual review. To request a meeting, contact your Team Evaluation Coordinator (TEC) in writing. It’s helpful to briefly explain why you are requesting the meeting so the TEC can plan accordingly.

There is no state or federal law requiring the district to hold these additional meetings within a specific timeline. When you make your request, you may also suggest preferred dates or a timeframe that works best for you. Keep in mind that the TEC must coordinate with all necessary Team members, so it may take several weeks to schedule a meeting.

If you do not need the entire Team present, you may choose to excuse certain Team members whose participation is not essential to the agenda. This can sometimes make scheduling easier and faster.

If you know you typically need a Team meeting at the beginning or end of the school year, and your annual review does not fall during that window, you can plan ahead by requesting that these meetings be scheduled during your annual review. This ensures they are added proactively.

When might it be helpful to request an additional Team meeting?

Families often find it useful to request a meeting when:

Your child’s needs change, such as a new diagnosis, a regression, or emerging challenges at school or home.
You have concerns about current services, accommodations, or the IEP’s implementation.
Behavior, safety, or emotional-regulation issues increase or begin to interfere with learning.
Your child has made significant progress, and you believe updated goals or supports may be appropriate.
There are changes in placement, classroom routines, or staffing that impact your student.
Communication feels unclear, or you need the Team’s support to clarify roles, responsibilities, or expectations.
You are preparing for a key transition, such as starting preschool, kindergarten, middle school, or high school.

You don’t need to wait for an annual review if something feels concerning or unclear. Team meetings are a tool to help support your child’s needs as they evolve throughout the year, and you have the right to request one whenever needed.

What should I expect at IEP annual review meetings?

If your child is eligible for special education services and has an IEP, the district will schedule an annual review at least once every 12 months from the date the IEP was signed. (Remember, you may request additional Team meetings at any time, as noted above.)

During the annual review:

Parents share any current concerns and home accomplishments with the school-based team.

Discuss your child’s progress toward the current IEP goals, objectives, and benchmarks, and note which have been met or not yet met.
Draft new goals and objectives based on current needs, data, and progress.
Ask you to update the Student Vision section of the IEP to reflect your hopes and priorities for the upcoming year.
Review your child’s Services, Accommodations, Modifications, and Placement to determine whether updates are needed.

You are not required to agree to proposed changes during the meeting itself. If you need more time to think, ask questions, or gather additional information, you may request another meeting before making a decision.

If the Team recommends removing a service, changing placement, reducing supports, or finds your child no longer eligible for an IEP, and you disagree, you may exercise your Stay-Put rights, which keep the current IEP in place until the disagreement is resolved.

Check out our Resource page with Recorded Presentations that can support you preparing for your team meetings, including the presentation by MGH Lurie Center on “Collaborating with Schools”.

How are changes made to the IEP? Do I need to give my consent?

Yes. The district cannot make any changes to your child’s current IEP without notifying you and obtaining your written consent.

If changes are needed, the Team typically meets to review and agree on the updates. After the meeting, the district will send you either a revised IEP or an IEP amendment to sign. No changes can be implemented until you sign and return the document. Your signature is what authorizes the district to move forward.

How do I request an observation of my child at school, either by me or by an outside professional?

Massachusetts special education law outlines specific guidelines for how parents and outside professionals may observe a student or classroom setting. You can read the full advisory here:
https://www.doe.mass.edu/specialeducation/policy/dese/advisories/2009-2ta.html

These guidelines require school districts to have clear procedures for:

Receiving and responding to observation requests
Providing timely access for observers
Ensuring observations are of sufficient duration and extent
Outlining any conditions or restrictions necessary to protect student privacy and minimize disruption

In Framingham, under the Schools Policy IHBAA  OBSERVATION OF SPECIAL EDUCATION PROGRAMS, parents have the right to request an observation of their child’s current or proposed special education program when the information will be used as part of a Special Education Team process. Per this policy, to request an observation, parents must submit a written request, by email, mail, or hand delivery, to the Special Education Director or the Building Principal. Within five school days of receiving the request, the district will contact the parent to begin scheduling. The observation is then coordinated between the Special Education Director or designee, the school principal, the classroom teacher, and the parent or designated observer. The district may determine the number, length, and frequency of observation periods based on the individual student’s needs and may limit the duration of each visit to prevent classroom disruption. If an outside evaluator or consultant will observe, the parent must sign a release, and the observer will be required to follow confidentiality rules and sign a non-disclosure agreement. Observers are expected not to interfere with instruction and must focus solely on how the program supports the individual student, not on evaluating teacher performance. A school administrator will accompany the observer and provide a written summary of the observation, which, along with any report submitted by an outside observer, will be shared with parents at least two days before any follow-up Team meeting.

UNDERSTANDING RIGHTS & STANDARDS

What is “Effective Progress”?

Under special education law, students with IEPs must be able to make Effective Progress. Massachusetts defines Effective Progress as:

“Documented growth in the acquisition of knowledge and skills, including social/emotional development, within the general education program, with or without accommodations, according to chronological age and developmental expectations, the individual educational potential of the student, and the learning standards set forth in the Massachusetts Curriculum Frameworks and the curriculum of the district.”

In simpler terms, students with IEPs must show meaningful, measurable growth academically and in the areas necessary for them to access learning.

Below are key points to help families understand this standard. 

Key Points About Effective Progress

1. Effective Progress does not mean maximum progress.
Schools are not legally required to ensure that a student reaches their fullest possible potential or makes the highest level of progress.

2. Progress must be meaningful.
A student must receive an educational benefit that is more than minimal or trivial. The program must help them grow in a way that matters.

3. Effective Progress is individualized.
The standard varies from student to student. What is “effective” must be measured against each child’s unique learning profile, needs, and potential.

4. Effective Progress includes non-academic areas.
Special education services must support not only academics, but also a student’s social, emotional, behavioral, communication, and physical needs. A district cannot deny services in these areas just because the student is doing well academically.

Special Considerations for Students with Autism (MA Law, 2006 Amendment)

For students with an autism diagnosis, Teams must also consider eight non-academic areas of need, including:

Verbal and nonverbal communication
Social interaction skills
Skills needed to avoid/respond to bullying and harassment
Sensory processing needs
Difficulties with changes in routine
Repetitive behaviors
Need for positive behavioral interventions and supports

Any other disability-related needs affecting access to the general curriculum, including emotional and social development

Effective Progress must be documented.

Progress should be supported by objective data, assessments, work samples, and progress reports that show how the student is performing over time.

What are Stay-Put rights?

If your child already has an IEP and you reject some or all of the proposed changes after an annual review (or any IEP meeting), you have what are known as Stay-Put rights. This means the school must continue to follow the most recently agreed-upon signed IEP until the disagreement is resolved.

Stay-Put applies to all parts of the IEP you previously accepted, including services, accommodations, goals, and placement. In other words, nothing can be changed or reduced without your written agreement.

What if I don’t believe the IEP is being implemented as agreed?

If you believe your child is not receiving the services, accommodations, or supports outlined in their IEP, the first step is usually to reach out to your child’s teacher and/or special educator to seek clarification. Sometimes misunderstandings can be resolved quickly with direct communication.

If you do not receive a timely response, or if your concerns are not resolved, you can contact your school’s Team Evaluation Coordinator (TEC) and principal to help address the issue.

If the concern continues after speaking with the school team, you may escalate your concern to the Director of Special Education for additional support and follow-up.

You can learn more about how to handle disputes in Special Education by visiting our Resource Page on this topic with many helpful links to help you navigate disagreements

BEHAVIOR & SUPPORT

What should I do if my child is having behavioral issues?

Every school has written rules of conduct and disciplinary procedures (usually found in the school’s handbook). If your child violates these rules, the school may apply consequences as outlined in their policy.

However, students with disabilities have additional protections under the Parent’s Notice of Procedural Safeguards (Basic Rights). These protections guide how schools can respond to behavior, especially when it may be connected to the child’s disability.

If you believe your child is being disciplined for behavior related to their disability, start by contacting your child’s teacher and/or Team Evaluation Coordinator (TEC) to get more information and understand the situation fully.

You also have the right to request a Functional Behavioral Assessment (FBA). According to the Procedural Safeguards:

“An FBA is a comprehensive assessment of behavior that provides the IEP Team with information about the student’s behavior and identifies behavioral intervention services and/or program modifications designed to address the behavioral violation so it does not recur. If the student already has a functional behavioral assessment and a behavioral intervention plan, the IEP Team should determine whether any changes are needed. If the behavior resulted from the school’s failure to properly implement the IEP, the school must take immediate steps to correct those deficiencies.”

An FBA helps the Team understand the function of the behavior and develop or refine a Behavior Intervention Plan (BIP) so your child receives proactive supports rather than repeated discipline.

If concerns continue after contacting the school, you can request a Team meeting to discuss supports, services, or changes needed to help your child succeed.

Check out our Resource Page on Bullying, Discipline & Behaviors where you can find more resources on how to advocate for your student facing these challenges

PLACEMENT & OUT-OF-DISTRICT

How does school assignment work for students with special needs? Does Controlled Choice apply?

Families often hear about Controlled Choice, Home District Preference, and Sibling Preference during Kindergarten registration. These apply to the general education student assignment process, but they do not always apply to students with special education needs. School assignment for students with IEPs is based on the student’s individual needs, not the family’s school rankings, and placement decisions are made by the IEP Team, not through the Controlled Choice lottery. If a student’s needs can be met in a general education setting with supports, and those services are available across multiple elementary schools, then the family may participate in the Controlled Choice process just like other families. However, if the student requires a specific specialized program or classroom located in only certain schools, the student will be assigned to the school where that program exists, and in those cases, Controlled Choice, Home District Preference, and Sibling Preference do not apply. In all situations, placement is determined by what the IEP Team agrees is necessary for the student to receive their services and make effective progress, and families are full participants in that decision-making process.

Check out the Framingham Public Schools page on How Schools Are Assigned for more details.

What types of placements are available?

Special education law requires districts to provide a continuum of placements, ensuring that students are educated in the Least Restrictive Environment (LRE), meaning they learn alongside nondisabled peers as much as is appropriate while still making Effective Progress.

Here are the most common placement options, listed from least to most restrictive:

General Education Classroom with Accommodations

The student learns in the regular education setting full-time and does not require specialized instruction to make effective progress. Students in this category may not require an IEP. If a student has an identified disability and requires accommodations to access learning or demonstrate progress, supports are typically provided through a 504 Plan.

Examples: preferential seating, sensory tools, visual supports, extended time, modified testing conditions.

General Education Classroom with In-Class Special Education Support

Students stay in the general education setting but also receive additional help from special educators or paraprofessionals in the classroom. Examples: co-teaching, small-group instruction delivered in the classroom (push-in services).

Partial Inclusion / Pull-Out Services

Students spend part of the day in general education and part of the day receiving targeted instruction in another setting. The team identified that IEP services are provided outside the general education classroom at least 21% of the time, but no more than 60% of the time.. Examples: pull-out reading groups, math intervention, speech/language therapy, OT.

Subseparate/Specialized Programs within the District

These are district-run programs designed to support students who require more intensive instruction, structure, or therapeutic support than can be provided in an inclusion model.

Students may spend most or all of their day in this smaller, specialized classroom setting. (Different districts use different names such as “substantially separate,” “specialized program,” “therapeutic classroom,” etc.). The team identified that IEP services are provided outside the general education classroom for more than 60% of the time

Out-of-District Placement (OOD)

This is the most restrictive option and is considered only when a student cannot make Effective Progress in any in-district setting, even with appropriate supports. Programs may include therapeutic schools, autism-specific programs, language-based schools, or settings with intensive clinical, behavioral, or developmental supports.

Important Reminder

Placement is always based on the services and supports the student needs to make Effective Progress, not on their disability label or diagnosis. The Team must consider the least restrictive placement first and only move to more restrictive settings if data shows that the student cannot succeed with supports in a less restrictive environment.

Check out our Resource page dedicated to IEP Resources where you will find articles dedicated to Sped Ed Placement Options along with our Recorded Presentations that has a video on the topic. 

How do I pursue a change in placement, or an out-of-district placement, for my child?

If you believe your child’s current placement is not meeting their needs, the first step is to contact your Team Evaluation Coordinator (TEC) to request a Team meeting. At this meeting, you can share your concerns and discuss how the current placement is working.

When the Team considers placement, they must follow the legal requirement of Least Restrictive Environment (LRE), meaning students must be educated with their peers to the maximum extent appropriate while still being able to make Effective Progress (see the Effective Progress FAQ above).

Based on the discussion and available data, the Team may recommend:

Adjustments or increased supports within the current placement,
A different placement within Framingham Public Schools, or
In some cases, discussion of a possible out-of-district (OOD) placement.

Considering an Out-of-District Placement

An out-of-district placement is considered more restrictive, so the district must determine that your child cannot make Effective Progress in their current program even with appropriate supports.

If Framingham Public Schools agrees that an OOD referral is appropriate:

You will be connected with the Out-of-District Coordinator,
They will guide you through the process of identifying schools that may meet your child’s needs,
You may visit programs to see which options are the best fit, and

If an agreement is reached, you will receive a revised IEP reflecting the new placement, which must be signed before the change can be implemented.

If the Team does not agree

As with all Team decisions, if there is disagreement, you have the right to pursue dispute-resolution steps. You can learn more about how to handle disputes in Special Education by visiting our Resource Page on this topic with many helpful links to help you navigate disagreements. This may include requesting another meeting, mediation, filing a complaint, or exercising your Stay-Put rights.

I have a student in an Out-of-District (OOD) placement and want to stay involved. What can I do?

Absolutely, you are still an important part of the Framingham school community. Many families have students in OOD placements, and staying connected is both possible and encouraged.

One great way to stay involved is to join SEPAC meetings and events, where you can meet other families with similar experiences. You can also speak with your Team Evaluation Coordinator (TEC) about extracurriculars, athletics, recreational opportunities, and school-based clubs that may be a good fit for your student. There are many ways to stay engaged, build community, and ensure your student continues to feel connected to Framingham.

We invite you to explore this website and our Facebook page, where you’ll find helpful information about the district, upcoming events, and ways to engage with our community. And of course, if you have specific questions, please reach out, we’re here to help.